LOS ANGELES UNIFIED SCHOOL DISTRICT
REFERENCE GUIDE
TITLE:
Preschool for All Learners (PAL) Special
Day Program
NUMBER:
REF-6449.0
ISSUER:
Sharyn Howell, Executive Director
Division of Special Education
Dr. Ruth Pérez, Deputy Superintendent
Office of Curriculum, Instruction, and
School Support
ROUTING
Elementary Schools
Instructional Area Superintendents
Instructional Directors
Special Education Service Center
Administrators
Elementary School Site
Administrators
Early Childhood Special Education
Teachers
DATE:
January 26, 2015
PURPOSE:
The purpose of this Reference Guide is to provide information to schools
regarding the Preschool for All Learners (PAL) special day program.
MAJOR CHANGES:
All Preschool Intensive (PSI) special day programs converted to Preschool for
All Learners (PAL) programs as of the 2014-15 school year. All Preschool
Autism special day programs will convert to PAL programs as of the 2015-16
school year. (See Attachment A) All Preschool Mixed (PSM) special day
programs will convert to PAL programs by the 2018-2019 school year.
BACKGROUND:
The conversion of Preschool Intensive, Preschool Mixed, and Preschool
Autism classrooms to a five day, 4 hour and 30 minute universal design model
will ensure that early childhood classroom environments are developmentally
and individually appropriate for all children. The new design will allow
teachers to provide more robust content and attention to learning progressions
in curriculum and teaching. The intent is to maximize student achievement
and increase the number of students exiting special education services prior to
kindergarten.
GUIDELINES:
LOCATION
Preschool for All Learners (PAL) is a special day program located at
designated elementary sites. Full size classrooms must be located on the first
floor with access to bathrooms in the classroom or nearby. Classrooms are
provided with start- up instructional materials and furniture by the Division of
Special Education, Early Childhood Special Education office. All programs
include regularly scheduled interactions with typical peers served in preschool
and kindergarten classes.
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GUIDELINES
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ORGANIZATION
Classrooms are staffed with one early childhood special education teacher and
two special education assistants. PAL programs serve 10 children with a range
of disabilities with both moderate and severe levels of need. The classroom
“shall not exceed an instructional adult-to-child ratio of one to five” per
California Education Code Part 30, Chapter 4.45, section 56441.5. PAL
teachers and both special education assistants/trainees are expected to directly
support the instructional program for students in the PAL class during the 4
hour 30 minute instructional day.
ELIGIBILITY
PAL programs serve children with a range of disabilities with both moderate
and severe levels of need. Children with disabilities may enroll and attend a
school program on their third birthday during the regular school year and, if
eligible, during the extended school year. Children who will turn five between
September 2 and December 2 are eligible for Transition Kindergarten and are
no longer eligible for preschool services.
SCHEDULE
PAL classrooms meet Monday through Friday for 4 hours and 30 minutes. The
class start time should correspond to the school start time. Teacher and
assistants are to take their break during the students’ instructional day and their
lunch after the instructional day. (See Attachment B – Sample Schedule)
CLASSROOM PLANNING
Afternoons are reserved for team planning, assessments, attending IEP
meetings, parent conferences, professional development activities, and
classroom clean-up. All tables and classroom surfaces should be disinfected
at the end of each day. Instructional materials (e.g., table top toys, puzzles,
manipulatives, etc.) should be disinfected at a minimum of one time per week.
ASSIGNMENT OF CERTIFICATED PERSONNEL
Each PAL classroom is staffed with a special education credentialed teacher.
The teacher must hold an Early Childhood Special Education credential or an
Added Authorization for Early Childhood Special Education. To hire a special
education teacher, the administrator must call their Certificated Placement and
Assignments technician for a current eligibility list. Credentialed teachers may
be interviewed. If a class must open and a credentialed special education
teacher cannot be assigned, the certificated substitute unit may be called.
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GUIDELINES
(Continued):
ASSIGNMENT OF CLASSIFIED PERSONNEL
Each PAL classroom is staffed with two – 6 hour special education
assistants/trainees to support the instructional program. Prior to opening the
PAL classroom, the elementary school will receive two position control
numbers (PCNs) establishing the special education assistant/trainee positions.
On receipt of the position control numbers, the administrator must call the
Classified Employment Services Branch, ask for the eligibility list and/or
transfer list, and interview the personnel.
Special education assistants should, along with teachers, facilitate small groups
of students during indoor and outdoor instructional rotations. Facilitating
small groups increases the number of adult-child interactions each child
receives during the school day which promotes student success.
GENERAL EDUCATION CURRICULUM
All preschool students with disabilities are entitled to specialized instruction
and services that enable them to access the general education curriculum. The
Creative Curriculum System for Preschool is to be used in all PAL programs.
Creative Curriculum is a comprehensive curriculum addressing all areas of
child development including literacy and mathematics. This child-centered
curriculum model focuses on the goals as well as the process of how children
learn and develop, reflecting a constructivist theoretical perspective. Creative
Curriculum strongly emphasizes the learning environment, children’s play,
and child-initiated activity. Creative Curriculum is aligned to the Common
Core Standards for kindergarten. The three box curriculum system is provided
to each PAL classroom by the Division of Special Education, Early Childhood
Special Education office.
PRESCHOOL LEARNING FOUNDATIONS (PLF)
The California Department of Education (CDE) has developed the Preschool
Learning Foundations to describe competencies that all preschool children
typically learn with appropriate support. Because the focus on preschool
learning includes the full range of developmental domains, the term
“foundations” is used rather than “standards.” The foundations are designed
to help teachers be intentional and focus their efforts on the knowledge and
skills that all young children need to acquire at around 48 months of age and
60 months of age. These ages correspond to the end of the first and second
years of preschool. The CDE placed a priority on aligning expectations for
preschool learning with the kindergarten Common Core Standards.
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GUIDELINES
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MANDATED STATEWIDE ASSESSMENT
Under the Individuals with Disabilities Education Act (IDEA) all states are
required to submit data to the federal government on the progress that young
children with disabilities make in their early childhood special education
programs. The Desired Results Developmental Profile (DRDP), for preschool
aged students with IEPs, is the mandated assessment tool used by California
for monitoring the progress of preschool students with disabilities. Teachers
are required to complete the observational assessment tool twice a year, once
in the fall and again in the spring.
Producing “functional” outcomes, outcomes that are meaningful to children in
the context of everyday living, is the ultimate goal of using this monitoring
system. The DRDP is aligned to the Preschool Learning Foundations. Data
from the DRDP should be used for instructional planning for both small
groups and individuals. A copy of the DRDP Rating Record should be kept in
the student cumulative file (CUM).
WELLIGENT GOAL BANK
Preschool IEP goals are available in the Welligent Goal Bank. The IEP goals
are aligned to the Preschool Learning Foundations.
TOILETING ASSISTANCE/DIAPERING
Preschool students with disabilities are at a critical stage in the development of
life skills such as toileting and dressing. All special education teachers and
assistants are required to provide toileting assistance or diapering as part of the
instructional program. Site administrators may request technical assistance
from Early Childhood Special Education to develop procedures for their
school site. See REF-5959.1, Ordering Universal Precautions Materials, for
additional information.
FEDERAL BREAKFAST AND LUNCH PROGRAM
Children with IEPs may participate in Federal Breakfast and Lunch Programs.
The Federal Breakfast and Lunch Program period is part of the instructional
day for children in the PAL program. Teachers and assistants should work in
small groups to increase each student’s ability to eat and drink independently
and to communicate wants and needs.
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GUIDELINES
(Continued):
PARENT PARTICIPATION
Partnership with parents is an integral part of the PAL program. Parents of
children with IEPs are to be invited to participate in all parent activities
conducted for general education students including: Back To School Night,
Open House, and Parent Progress Reporting week. Parents should be invited
to volunteer in the classroom.
EXTENDED SCHOOL YEAR
An Extended School Year (ESY) program is available for eligible students
receiving special education services whose Individualized Education Program
indicates the need for ESY. IEP data should indicate evidence that the student
is at a critical stage in the development of life skills (i.e. eating, mobility,
toileting, communicating, etc.). See REF-5276.1, Guidelines for the
Individualized Education Program (IEP) Team When Students with
Disabilities are Being Considered for Extended School Year (ESY) Programs
and Services, for additional information.
TRANSPORTATION
Children enrolled in special education programs are provided transportation if
such need is indicated on the IEP. Parents of children with IEPs may be able
to accompany their child on the bus. See BUL-6398.0, Procedures to Permit
Parents/Guardians to Ride in School Buses, for additional information.
PROFESSIONAL DEVELOPMENT
The Early Childhood Special Education office provides professional
development opportunities. First and second year early childhood special
education teachers, University Interns, and Long Term Substitute teachers are
required to attend all professional development meetings. All other teachers
are required to attend the professional development meetings as designated in
the annual Professional Development for Early Childhood Special Education
Teachers Memorandum.
RELATED
RESOURCES:
Determining the Appropriate Educational Placement for Students with
Disabilities in the Least Restrictive Environment (LRE), BUL-5901.2, dated
November 26, 2012, issued by Division of Special Education.
Guidelines for the Individualized Education Program (IEP) Team When
Students with Disabilities are Being Considered for Extended School Year
(ESY) Programs and Services, REF-5276.1, dated November 1, 2010, issued
by Division of Special Education.
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RELATED
RESOURCES
(Continued):
Multi-Tiered System of Behavior Support for Students with Disabilities, BUL6269.0, dated April 7, 2014, issued by Division of Special Education.
Ordering Universal Precautions Materials, REF-5959.1, dated July 1, 2014,
issued by Division of Special Education.
Oxygen Use in Schools, BUL-2356.0, dated March 1, 2006, issued by Student
Health and Human Services.
Procedures to Permit Parents/Guardians to Ride in School Buses, BUL6398.0, dated October 20, 2014, issued by Transportation Services Division.
Professional Development for Early Childhood Special Education Teachers
2014-15, MEM-6345.1, dated November 10, 2014, issued by Division of
Special Education.
Support for Students with Assessed Health Needs in Special Education
Programs, REF-2481.4, dated May 24, 2010, issued by Division of Special
Education.
Timeline For Completion of Individualized Education Programs (IEPs),
BUL-5630.3, dated October 6, 2014, issued by Division of Special Education.
Visitors To School Campuses and Locked Campuses During Class Hours at
All Schools, BUL-1325.1, dated December 7, 2009, issued by Office of the
Chief Operating Officer.
ASSISTANCE:
For assistance or further information please contact Theresa Martin, Director,
Early Childhood Special Education at [email protected] or Karen
Krische, Specialist, Early Childhood Special Education at
[email protected], or by phone at (213) 241-4713.
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LOS ANGELES UNIFIED SCHOOL DISTRICT
Division of Special Education
Attachment A
Preschool For All Learners (PAL)
Preschool Autism conversion to PAL
Beginning in School Year 2015-2016
ESC
LOC CODE
School Site
N
2877
BERTRAND
N
2470
BLYTHE
N
2781
CANTERBURY
N
3438
DIXIE CANYON
N
3541
EL DORADO
N
4295
GRIDLEY
N
4781
LANKERSHIM
N
4887
LOCKHURST
N
5342
MONLUX
N
5726
O'MELVENY
N
5604
PANORAMA CITY
N
6954
STONEHURST
N
7201
TOPEKA
S
3890
FLORENCE
S
4642
PACIFIC BOULEVARD
W
2123
ANGELES MESA
W
2877
CASTLE HEIGHTS
W
7808
WILTON PLACE
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LOS ANGELES UNIFIED SCHOOL DISTRICT
Division of Special Education
Attachment B
PRESCHOOL FOR ALL LEARNERS (PAL)
SAMPLE SCHEDULE
HOURS
M-F
7:30 - 8:00
DAILY SCHEDULE
BREAK SCHEDULE
8:00 – 8:15
ARRIVAL
Children arrive on bus or with parents
Toilet Training & Hand Washing
8:15 – 8:35
BREAKFAST
Each adult has a small group of children
8:35 – 8:45
Group Meeting
Morning Greetings
Attendance
8:45 – 9:45
INDOOR LEARNING CENTERS
3 Centers (20 min/each)
9:45 – 10:30
OUTDOOR LEARNING CENTERS
Sand/Water Table
Tricycles
Bean Bag Toss/ Ball Play
Paint Easels
9:45 – 10:05 Baseline 1
10:05 – 10:25 Teacher
10:30 – 10:40
Toilet Training & Hand Washing
10:30 – 10:50 Baseline 2
10:40 – 11:35
INDOOR LEARNING CENTERS
3 Centers (15 min/each)
11:35 – 11:55
LUNCH
Each Adult has a small group of children
11:55 – 12:05
Music and Movement
12:05 – 12:20
Read Aloud
Each adult has a small group of children
12:20 – 12:30
Group Meeting and Departure
Teacher Preparation
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